O SlideShare utiliza cookies para otimizar a funcionalidade e o desempenho do site, assim como para apresentar publicidade mais relevante aos nossos usuários. Se você continuar a navegar o site, você aceita o uso de cookies. Leia nosso Contrato do Usuário e nossa Política de Privacidade.
O SlideShare utiliza cookies para otimizar a funcionalidade e o desempenho do site, assim como para apresentar publicidade mais relevante aos nossos usuários. Se você continuar a utilizar o site, você aceita o uso de cookies. Leia nossa Política de Privacidade e nosso Contrato do Usuário para obter mais detalhes.
Creating Team Entrepreneurs!
Introducing Team Academy Approach
Basic Information on Team
• Degree Programme in Enterprise Development, Jyväskylä University of Applied
• Founder: Johannes Partanen in 1993
• Annual budget (for education, 2009): 0,75 million €, 100% government funded (as are all
other schools in Finland).
• Team Academy uses Partus Methods to educate team-entrepreneurs.
• Staff: 5 full-time and 2 part-time coaches. (2009)
• Students: 200 learners in 12 teams who will graduate as Bachelors of Business
Administration during 3,5 year learning path. Each year 50 students start their studies and
the same amount graduates. (2010)
• Team academy’s teams operate as independent co-operative companies.
• Adult learning programs include over 200 students. These programs consist of further
education for adults in the areas of entrepreneurship and management. Programs have been
outsourced to Partus Ltd.
Team Academy Finland’s Track
• Over 600 graduates (Bachelor of Business Administration) with diploma and
qualifications in team entrepreneurship. (1993-2010)
• Graduation ratio in 2009 was 85 %.
• 91 % of graduates were employed (as entrepreneurs or employees) within 6
months after graduation. (2009)
• 37 % of graduates are active entrepreneurs in their own companies within 6
months after graduation and 47 % are entrepreneurs after 2 years of graduation.
• Team Academy has given birth to 17 companies in addition to the co-
operatives that operate within Team Academy during study time.
• Over 2000 real-life projects.
• Numerous national awards for innovative learning methods and development
Trophy Gallery - Awards
• Quality Award from Ministry of
• Iron Cross, award for creating
innovative learning methods from
Chamber of Commerce (2000)
• Productive Idea – award (1997)
• Markkinaseppä -award, award for
excellent marketing in Central Finland
• Young Peoples’ Employment
Promoter -award, European Union
• Innosuomi -award, award for
innovative practices in Finland (2000)
• Entrepreneurial Europe -
competition’s first price (2006, for Y4
• The Chamber of Commerce of Central
Finland's 1st Price of Export for Team
• EFMD –network’s Excellence in
Practice –award, 2nd price amongst
the top European business
Team Academy at the
intersection of two worlds
Two Worlds Combined
Hard Numbers on Team Academy Finland
Key figure / statement
(given by a graduate from
Team Academy) 2005 2006 2007 2009
immediately after graduation 78 % 81 % 86 % 91 % 70 %
immediately after graduation 22 % 30 % 28 % 37 % 2,5 %
Teachers were competent and
teaching was high-quality 81 % 65 % 83 % * 77 %
Key figure 2005 2006 2007 2009
Ratio of students per full-time
teachers 78,5 58,6 58,6 * 25,8
Ratio of graduates per full-
time teachers 16 12,7 11,7 * 4,2
* Not accurately known at this time, sorry.
• Team Academy uses innovative learning methods to educate
• Main learning methods are team learning and learning by
• Learning is supported with theory studies and coaching.
• Pedagogy is a modification of radical sosioconstructivism
and exploratory learning.
• Methods have been developed in the context of entrepreneurial
development and are ”home-made”.
Innovative Approaches to
1. Radical sosiocostructivism
2. Exploratory learning
3. Learning by doing and action learning
4. Team learning (dialogue)
5. Teams provide peer support to
6. Real problems, real projects, real
7. Process learning (no discipline silos
such as “marketing” or
8. Replacing traditional “school
environment” with open-space office
9. Evaluation on multiple levels
(individual, team and organization)
and fully integrated quality system
(used by team members themselvs)
10. Coach stays with the team for the
whole learning path
11. Extremely flexible theory studies and
applying theory directly into practice
12. Team company as tool for learning
and doing projects
13. Various leadership positions within
the unit for team members for
leadership capability development
Cornerstones of Team
Team Coaching Team Learning
Some Views on Entrepreneurship
• Way of thinking and seeing the world
• Way of operating from one’s own starting point
• Part of company’s or community’s culture
• Use of one’s own unique talents and personality
• Way to earn money
• Way to see new possibilities where others can’t see them
• An attitude that can be learnt
Three Ways of Learning (1/3)
Learning by Doing
(Projects & Customers)
Simplified Basic Model
• Team companies operate as co-operative firms. All of them are
independent organizations and thus Team Academy has no formal
authority on their business. Team Academy only provides them
coaching as part of education.
• Team companies typically consist of 10 to 20 student-entrepreuners.
• All educational costs are paid by the goverment. All students in
Finland recieve financial support for living from the goverment. In
addition to this services such as health care are fully paid by the
• All business costs are paid by team companies. They pay 10-30
€ per person per month to Team Acady for office rent.
• All team companies must themselvs find and manage their
projects. Team Academy does only coaching and supports the
companies by providing them the rights to use Team Academy’s brand.
• Projects function both as learning environments (for studies
and developing individual’s competency) as well as ways of
making business (for team companies).
• Project sizes vary: A small project team consists of 2-3 persons
and it’s budget is 1000€-5000€. Major project may include up
to 10 persons (the whole team) and it’s budget may reach over
• Typical projects: promotion tours, arranging conferences,
creating advertisments, doing marketing research, telephone/
personal selling or carrying out training programs.
• Customers are from all sectors: micro-companies, major
companies or their units, schools, 3rd sector organizations,
individual consumers in certain market segments, etc.
Project sizes vary: A small project team consists of 2-3 persons
and its budget is 1000€-5000€. Major project may include up
to 10 persons and its budget may reach over 100 000€.
• Planning, arranging and implementing car promotion tour for a car
• Implementing an international conference for Society for
Organizational Learning -network in Helsinki, budget over 200 000 €.
• Visual design (logos, ads, web pages, etc.) for various companies
• Consulting and coaching of vocational school teachers in the areas of
learning and entrepreneurial development
• Planning and furnishing of fair department for cluster of companies
• Establishing one’s own cafeteria and building various services for
tourists in Jyväskylä (Central Finland)
• Extensive scale marketing research for a major food supply company
Hard Numbers on Projects in Team
Project Size (turnover) pcs.
Under 2 000 € 15
2 000 € - 10 000 € 52
Over 10 000 € 83
Projects completed by independent
team companies in 2009
Combined turnover of projects in 2009:
1,5 million €.
Average turnover of a project in 2009:
10 000 € / project
Tax revenue generated to society from
team-companies’ activities in 2009:
330 000 €.
Six Theory Domains
1. Teamwork & team learning
4. Creativity & innovation
Categories of books read in Team Academy
Team Academy’s Learning Tools
• Learning contract (qualitative, personal learning plan that is ”negotiated” with
• Training notebook (learning diary)
• Team training session (dialogue with a team, 4 hours)
• Birth giving (oral and written presentation on current competency)
• 24-hour birth giving (oral and written presentation to a real-life customer,
solving customer’s problem within 24 hours)
• Literature (a guidebook with over 1000 articles, learners chooses books to be
read) and essays (self-reflection and analyzing ideas taken from books)
• Reflection paper (extensive essay on chosen theme, self-reflection on issues
• Pre- and postmotorola (reports before and after a project)
Dialogue’s Main Principles
Ref: Isaacs – Dialogue and The Art of Thinking Together
Dialogue and Team Learning
• Dia means “though”. Logos means “meaning”. Dialogue means
“flow of meaning”.
• Dialogue is form of learning that teams in learning
• The purpose of dialogue is to go beyond one individual’s
understanding - the whole organizes the parts, rather than
trying to pull the parts into a whole.
• Most human thought and thinking is collective. In team
learning learners actively recognize that.
• In dialogue people become observers of their own thinking.
Ref: Isaacs – Dialogue and The Art of Thinking Together; Senge – The Fifth Discipline;
Bohm & others – Dialogue-A Proposal (article)
“ God allmighty did not see
fit to divide up the world to
accord with the faculties of
Development of Professional Identity
Entrepreneurship Identity Development
Year Theme Learner’s Role Coach’s Role Main Focus
0-1 Starter Observer Director Learning to learn
1-2 Experiments Doer Question maker Leadership
2-3 Finding One’s Path Specialist Resource finder Customers
3-3,5 Direction Result maker Expert Innovation
3,5-... Entrepreneurship Entrepreneur (as needed) (as needed)
Curriculum & Credits in Team
• Basic studies (60 credits)
– Interdisciplinary studies of The JUAS (21 credits)
• Orietation, language, communication etc. courses
– Team Academy’s basic studies (39 credits)
• Six modules, Rocket Model’s Learning Processes (E1+E2+E3)
• Professional studies (90 credits)
– Professional studies for all Team Academy’s learners (60 credits)
• 18 modules, Rocket Models’s Processes (C, L, I, B)
– Selective professional studies for Team Academy’s learners (30 credits)
• Projects (accounting, marketing, event management, etc) and Team Academy’s special
programs (leadership, marketing, innovation, etc)
• Elective studies (15 credits)
– Various studies from othes JUAS’s units, chosen by learners
• Practical training (30 credits)
– Five theme modules (5 credits each)
• Bachelor’s Thesis (15 credits)
– Bachelor’s thesis & maturity test Note: Rocket Model’s letters refer to the
processes of the model as follows:
E=entrepreneurship, C=customers &
marketing, L=leadership, I=innovation &
knowledge management, B=brands & strategy.
Team Academy Finland’s Mission
” In Team Academy we learn to
operate as team entrepreneurs by
using our own team companies.”
Team Academy Finland’s Values
1. Human relationships
2. Learning by doing and practicality
3. Team entrepreneurship
4. Continuous applying of ideas into practice
and giving birth to new innovations
Note: In order of importance, number
one being the most important.
Encouraging Entrepreneurial Start-
ups in School Environments (1/2)
• Team activity - same-spirited peer learners give each other courage to act.
• Coaching process - developing of entrepreneur identity is a long process, and it
doesn’t happen with one course.
• Network - existing network where learners can easily start real-life projects
• Putting individual’s dreams and ideas first, ”cold reality and facts” second.
• Earning study-credits for entrepreneurial activity (planning, projects, etc.)
• Integrating learning activity to be part of entrepreneurial development (no
fragmented courses with no link to entrepreneurship activity)
• Improving professional pride both for learners and coaches - moving away from
”I can’t” -attitude towards ”Can do” -attitude. This pride can only be developed
thru leadership, not with mere structural and managerial decisions or orders.
• By establishing companies everybody is given an opportunity to operate as
entrepreneurs for real. The company is a tool for action.
Applications and ideas from Team Academy
Encouraging Entrepreneurial Start-
ups in School Environments (2/2)
• Building a culture and practices that enable learners to learn from their mistakes and
• Making theory studies to serve the learners’ current needs, not teacher’s or school’s agenda.
Learner must be able to catch theories flexibly in order to get new ideas to be used in his/her
• Focusing action to real-life problems and challenges, not mere simulations. Controlled risks
give the learner the opportunity to develop his/her courage and self-esteem. Uncontrolled
risks should not be taken.
• Emphasizing self-reflection in order to develop entrepreneurial identity and personal
• Counting every learning situation as ”real learning”. Learning happens everywhere, not just
in the class-room.
• Hiding administrational routines from learner - learner’s job is to learn, not to do
administrational work (it is administrational staff’s duty!)
• Connecting learners and experienced entrepreneurs in different ways. There should be two-
way dialogue about experiences. Start-ups learn best from experienced entrepreneurs thru
Applications and ideas from Team Academy